Te Huarahi ki Aotearoa

Overview

Lesson 5 of 10 in Ngā Ara o Tangata Moana. Students read a short illustrated text about a migration voyage, identify temporal language, and sequence the journey from departure to arrival using a visual timeline. The lesson supports respectful learning about the journeys of tangata moana and the arrival of tūpuna in Aotearoa.

Learning intentions

• WALT identify the main stages of a migration voyage.
• WALT recognise and use temporal language: tuatahi, kātahi, ā muri iho, i muri mai, and mutunga iho.
• WALT retell events in the correct sequence using a visual timeline.
• WALT listen, speak, read, and share ideas in te reo Māori.

Success criteria

• I can name the beginning, middle, and end of the voyage.
• I can match temporal words to the correct stages.
• I can place events in the correct order on a timeline.
• I can retell the journey using at least three temporal words.

Curriculum links

• Oral language: listening and responding, taking turns, and presenting ideas in te reo Māori.
• Reading: locating key information and identifying sequence in a short, supported text.
• Writing: recording ideas in an organised visual form and using simple connected sentences.
• Māori contexts and perspectives: learning about the journeys, knowledge, and experiences of tangata moana and tūpuna.

Lesson structure (60 minutes)

1. 0–7 minutes – Whakatau and visual hook Greet students and establish the learning focus: “I tēnei rā, ka whai tātou i te huarahi ki Aotearoa.” Open with the illustrated voyage hook. Ask: “He aha pea te mea tuatahi ka mahia e te hunga haere?” and “He aha te mutunga o te haerenga?” Accept responses in English or te reo Māori, then model useful words.

2. 7–15 minutes – Teach the sequence language Display and pronounce the temporal words: tuatahi (first), kātahi (then), ā muri iho (after that), i muri mai (later), and mutunga iho (finally). Use simple classroom examples, such as “Tuatahi, ka tū au. Kātahi, ka hīkoi au.” Students repeat, then turn to a partner and create a two-step action sequence.

3. 15–25 minutes – Shared reading Read the short illustrated migration text from the illustrated voyage and timeline worksheet aloud once while students follow. Read it again, pausing to clarify key vocabulary and asking questions such as “Ko wai kei roto i te waka?”, “He aha te mahi i te tīmatanga?” and “Kei hea rātou i te mutunga iho?” Students identify or underline the temporal words in the text.

4. 25–38 minutes – Group sequencing task Place students in seven groups of five. Give each group a set of voyage events from the worksheet and assign roles using the group role cards. Students discuss and arrange the events from departure to arrival. Encourage sentence frames: “Tuatahi, ka…”, “Kātahi ka…”, “Ā muri iho, ka…”, “Mutunga iho, ka…”. Circulate, listen for correct sequencing, and support pronunciation.

5. 38–49 minutes – Create the visual timeline Students complete the timeline on the worksheet, adding an illustration or symbol for each stage and a temporal word or phrase. Each group checks its timeline against the text, then rehearses a short retelling. Year 4 students may use single words and sentence frames; Years 5–6 should add a reason, detail, or description to at least two stages.

6. 49–56 minutes – Group retellings and peer response Groups present their timeline retelling to another group or to the class. Listeners identify the temporal words they hear and respond with one positive comment: “I pai tō whakamahi i…” or “I mārama te raupapa nā te mea…”. Invite one or two groups to retell without looking at the full text.

7. 56–60 minutes – Whakakapi and exit check Revisit the success criteria on the plenary and success-criteria slide. Students complete the success criteria exit ticket by indicating which criteria they met and writing one temporal word they can use. Finish with a brief oral choral retelling: “Tuatahi…, kātahi…, mutunga iho…”.

Resources

• the illustrated voyage hook
• the illustrated voyage and timeline worksheet
• the group role cards
• the success criteria exit ticket
• Board or display screen
• Coloured pencils or felt pens
• Highlighters
• One copy of the worksheet for each student
• Prepared vocabulary and sentence frames

Assessment

• Listen during partner and group talk for accurate use of temporal language and appropriate pronunciation.
• Check each group’s timeline for accurate sequencing and evidence drawn from the text.
• Use the exit ticket and final retelling to identify students who can sequence independently and those needing further support in Lesson 6.

Differentiation

• Provide a word bank with English meanings, picture cues, and sentence frames for students who need language support.
• Pair confident speakers with students who are developing confidence; allow rehearsal before presenting.
• Read the text aloud more than once and offer an audio or teacher-read version for students with reading difficulties.
• Extend Years 5–6 students by asking them to use additional connectors, include descriptive vocabulary, or retell the voyage from the perspective of a traveller.
• For EAL learners and students with SEN, accept oral, drawn, or labelled responses before expecting complete written sentences.